Behaviour For Learning

Positive social interaction based on mutual respect is a fundamental value at Ryders Hayes. The school behaviour for learning policy is therefore designed to reinforce this life skill, enabling children to live, work and learn together in a positive way within an environment where everyone feels happy, safe and secure. The primary aim of the policy is to develop and sustain desirable behaviour and self discipline, thus promoting the aims of the school.

A range of age-appropriate mechanisms to support the development of positive behaviour are in place, including: a comprehensive reward system; school and classroom rules, (supported by appropriate and agreed sanctions); circle time; PHSE ; peer mediation; a buddy system; friendship stop; playground leaders scheme; playground games; support groups, and a stimulating outdoor environment.

The school has a simple mechanism displayed in each classroom for monitoring behaviour:

‘It’s Good to be Green ‘

  • Ryders Hayes has adopted the ‘Good to be Green’ behaviour scheme, whereby:
  • A wall-chart with each child’s name and set of cards is prominently displayed in each classroom, showing green cards each morning, starting the day on a positive note.
  • If a child displays inappropriate behaviour, they are first reminded of the expected standard
  • Should, during the day, in lessons or during breaks, a member of staff have to give a formal warning, after a reminder, then the green card is replaced with a yellow Warning Card. This gives the child an opportunity to reflect; consider the appropriate behaviour, and modify their response.
  • Should the inappropriate behaviour be repeated, then a Red Consequence card replaces the Warning Card.
  • If the child has to be warned again, when they have already received a Consequence Card that day, then they are sent to the Deputy Head Teacher with a comment on the back of the card. Parents are then informed (at the Deputy Head Teacher’s discretion.)
  • In rare cases of extreme behaviour, then a child is ‘fast tracked’ directly to the Head Teacher with a Consequence Card and the appropriate action taken.

There are a series of rewards for children whose cards remain consistently green, including a Privilege Card, and a Reward Card, where each week 100% attendance; punctuality; completion of homework on time; smart uniform and presentation, and remembering PE kits and musical instruments are recorded, building to a prize after 6 successful weeks.

During the first few days of each new school year, time is spent setting out expectations and reinforcing the Behaviour Policy in ‘ALL ABOUT ME’ sessions. Each class develops its own set of rules, agreed by the children and displayed on the wall of the classroom, which are phrased positively and reflect the school aims. In this way, every child knows the standards of behaviour required of them in school, including the rewards for exceeding these standards, as well as the sanctions, should these expectations not be met.

All adults in school have high expectations of the children in terms of behaviour and take an active role in promoting this at all times.

  • The class teacher treats each child fairly and enforces the school /class rules consistently. The teacher treats all children in their class with respect and understanding.
  • The importance of the classroom environment in its widest sense in promoting positive behaviour is recognised.
  • The School works collaboratively with parents, so children receive consistent messages about how to behave at school and at home.
  • School expectations of behaviour are stated in the school prospectus and in the home school agreement.
  • Those children requiring additional support outside of lessons, have access to specialist lunchtime clubs and groups.

Parents are expected to support their child’s learning, and to cooperate with the school as set out in the home school agreement, including in cases where sanctions are necessary.

A supportive dialogue is established between home and school, and parents informed if there are concerns about their child’s welfare or behaviour.

  • If parents have any concerns about the way that their child, they should make an appointment to see the class teacher.
  • If the concern remains they should contact the Head Teacher/ Deputy. If these discussions cannot resolve the problem, a formal grievance or appeals process can be implemented, following the School’s Complaints Procedure.

The Headteacher keeps a record of all reported serious incidents of behaviour including details of any action taken.

The Head Teacher, has the responsibility for giving fixed term suspensions for serious acts of misbehaviour, or may be required to permanently exclude a child, in line with statutory guidance, as a last resort.

The Governing Body has the responsibility of reviewing the effectiveness of the guidelines and support the Head Teacher/Deputy in carrying them out.

The Governing Body convene a Pupil Discipline Committee to consider any pupil attendance, behaviour and exclusion

Positive Handling techniques may be used by trained staff as a last resort, in situations where a child is at risk of hurting themselves or others, or if the behaviour of a child is likely to cause damage to property or disrupt the good order in school. In these rare circumstances the School’s Policy will be followed. This Policy is available on request.